Mathematics

Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform

Background: Research suggests that teachers’ views of their students’ capabilities matter when attempting to accomplish instructional reform, particularly in settings serving historically marginalized groups of students. However, to date, this issue has received minimal attention in the scholarship and practice of mathematics instructional reform.

Access Link:

https://www.tcrecord.org/Content.asp?ContentID=21791

Author/Presenter:

Kara Jackson

Lynsey Gibbons

Charlotte J. Sharpe

Lead Organization(s):

University of Washington (UW)

Year:

2017

Short Description:

This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform.

Read more about Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform

In-Game Actions to Promote Game-Based Math Learning Engagement

Mathematics

Technology

Cognitive Science

Gaming/Virtual Environments

Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

Access Link:

https://journals.sagepub.com/doi/full/10.1177/0735633119878611

Author/Presenter:

Jewoong Moon

Fengfeng Ke

Lead Organization(s):

Florida State University (FSU)

Year:

2019

Short Description:

This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

Read more about In-Game Actions to Promote Game-Based Math Learning Engagement

Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking

As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what could be seen about the skills of group of prospective teachers (N = 44).

Access Link:

https://link.springer.com/article/10.1007/s10857-018-9402-x

Author/Presenter:

Meghan Shaughnessy

Timothy A. Boerst

Susanna Owens Farmer

Lead Organization(s):

University of Michigan (UM)

Year:

2019

Short Description:

This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.